ERIC Number: EJ859719
Record Type: Journal
Publication Date: 2009-Jan
Reference Count: 2
Fixed or Growth--Does It Matter?
Mathematics Teaching, n212 p44-46 Jan 2009
At a recent conference, the author heard a head of mathematics say with some emphasis that when she applied for a job she felt that she had to say that she recognized no ceiling on the amount that pupils could achieve in mathematics. She went on to explain that she needed a prospective employer to understand this as it affected the way that she taught mathematics and the way that she expected her department to act. That set the author thinking, why was it that she felt she had to make sure that this particular belief was known and accepted before she was prepared to work in a school? This article is both about where the author's beliefs came from and begins to consider how beliefs such as hers might affect the way that mathematics is taught.
Descriptors: Teacher Attitudes, Beliefs, Mathematics Instruction, Metacognition, Mathematical Aptitude, Learner Engagement
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: firstname.lastname@example.org; Web site: http://www.atm.org.uk/mt/index.html
Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education
Authoring Institution: N/A